High school students are currently transitioning out of an autism program at the author's school, without functional life skills. This impacts their ability to live independently and reduces their employment opportunities. Life skills are "skills or tasks that contribute to the successful, independent functioning of an individual in…

Students with disabilities are entitled to an effective transition to post-school instruction, community commitment, employment opportunities, and living independently. They may require assistance from educators and parents in order to make that transition as successful as possible (Povenmire-Kirk et al., 2017). In the course of recent decades,…

The post high school transition for males with a specific learning disability (SLD) can be challenging. Unemployment among persons with disabilities was markedly higher than those without. There was also mounting evidence that showed that persons with disabilities had difficulties adjusting to post-secondary environments. For male students with…

The post-school transition phenomenon has been examined using educational and vocational viewpoints. However, despite evidence-based practices and policies, individuals with intellectual disabilities (ID) often experience unfavorable outcomes. This population needs a voice in existing literature because it tends to be aggregated with other…

Students with disabilities (SWDs) require a transition process to support high school graduation and continuation to higher education or the workforce. In a rural district in a southern state, the problem investigated was only 37% of SWDs were graduating from high schools in the target district, compared to 79.9% of students without disabilities,…

Transition services have been proven to be an essential tool in preparing students with disabilities to be ready for adulthood and become esteemed members of society. In western countries, transition services mainly consider a student's needs, are designed within an outcome-oriented process, include a coordinated set of activities, and promote…

The purpose of this study was to investigate the experiences of students with Level I Autism Spectrum Disorder (ASD) who were involved with transition planning which resulted in ongoing services after high school. This study sought to understand student and parental perspectives of the value and impact of the facets of transition planning.…

Individuals with severe disabilities often face significant challenges after high school. During the last years of secondary school, transition teams develop plans for individuals who are receiving special education services. Little is known about the outcomes of those efforts. In this qualitative multiple case study, the researcher examined the…

This research focused on young adults who have disabilities and their transition and career planning for post-secondary life. The study sought to identify best practices in transition planning, transition planning services, and to determine the types of resources and support needed by young adults who have disabilities. For youth who have…

There is a lack of knowledge in the area of training needs for Deaf/Blind vocational rehabilitation and/or independent living service providers in Florida. This quantitative study utilized self-report surveys of Deaf/Blind providers in Florida to determine what needs to be done related to professional development. The researcher attempted to…

This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships…

Purpose: The purposes of this study were first to identify and describe transition to adulthood pathways of youth with Serious Emotional Disturbance (SED) in regards to the timing and order of transition to adulthood task completion (e.g. completing education, gaining employment, living independently, marrying/close personal relationship, and…

A survey of 89 post secondary youth with intellectual impairments exiting a college based school-to-work program tracked school and post school experiences to identify significant correlates and predictors of post school outcomes. The three significant predictors were self-determination training, course taking patterns, and home care skills…

Post-secondary outcomes for students with and without disabilities have been documented in transition research for over three decades. However, despite efforts to improve outcomes by the field of transition, former students with disabilities outcomes have remain lower than their non-disabled peers. Historically, the data, which has been collected…

Federal and state regulations were established to address the transition service needs of students with disabilities, yet many young adults with disabilities still exit high school unprepared for adult life and do not find employment. To address this concern, this qualitative case study explored the perceptions of six participants actively…